International Journal of
Information and Education Technology

Abstract—This study aimed to assess the satisfaction levels and motivating factors towards integrating Artificial Intelligence (AI) in teaching and learning of Jordanian science and mathematics teachers. The study population consisted of Jordanian science and mathematics teachers, with a sample size of 218 teachers (both male and female). Data were collected using a questionnaire developed by the researchers, which was validated for accuracy and reliability, then electronically distributed to the study participants community using the snowball method. The researchers employed a descriptive analytical approach using descriptive statistics such as means, standard deviations, and (One-way ANOVA) since the requirements for this test were met. The results indicated that the overall satisfaction level of science and mathematics teachers associated with the use of AI applications was high, while the satisfaction level of the motivating factors for this integration was at a medium level. Furthermore, the findings revealed a statistically significant difference in satisfaction levels based on teachers’ educational attainment, favoring those with higher qualifications, as well as regarding job satisfaction. However, no statistically substantial differences were found for the remaining variables, including specialization, gender, experience, Information and Communication Technology (ICT) skills mastery, and school type. Additionally, the study found no statistically significant differences in the motivating factors influencing science and mathematics teachers’ satisfaction with AI applications across all independent variables (specialization, gender, experience, academic degree, ICT skills mastery, school location, and job satisfaction). Based on these findings, the researchers concluded that integrating AI has become a necessity rather than an option. Therefore, it is crucial to implement measures that include preparing the necessary infrastructure and providing services that support this integration, while also building the capacity of educators, including teachers and supervisors, on how to effectively utilize AI in a way that adds value and achieves educational goals.

Keywords—Artificial Intelligence (AI), science and mathematics teachers, teachers’ satisfaction level, AI motivated factors, AI in teaching and learning

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Cite: Ali Khaled Bawaneh, Subreen M. Al-Salman, Talaat M. Ali Salem, and Awad Faek Altarawneh, "AI Shaping the Future of Education: Science and Math Teachers’ Satisfaction Level and Motivating Factors towards Integrating Artificial Intelligence in Teaching and Learning," International Journal of Information and Education Technology, vol. 15, no. 3, pp. 496-509, 2025.

Copyright © 2025 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).